To prepare for Part 2 of the Discussion, reflect on the problem statements you discussed in the Module 4 Discussion and select one problem statement to address for this part of the Discussion. Think about the key stakeholders in relation to your problem statement and consider why these stakeholders are relevant to the problem. What questions, related to the problem, might you ask these key stakeholders? 

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REQUIRED EDUCATIONAL STANDARDS 4

Discussion: Leaders and Stakeholders’ Perspectives

Assignment:

To prepare for Part 2 of the Discussion, reflect on the problem statements you discussed in the Module 4 Discussion and select one problem statement to address for this part of the Discussion. Think about the key stakeholders in relation to your problem statement and consider why these stakeholders are relevant to the problem. What questions, related to the problem, might you ask these key stakeholders?

In determining key stakeholders, you might ask yourself:

· Who will I need to obtain approval from in order to explore this problem?

· As it pertains to stakeholders, what are the risks and benefits of exploring this problem?

· Who will I need to involve as participants in exploring this problem?

· How will the possible outcomes of exploring this problem impact the stakeholders positively and/or negatively?

Write a 1 page about the key stakeholders related to your selected problem statement with an explanation as to why these stakeholders are relevant to the problem. Then, identify at least four questions about the problem to which you would like stakeholders to respond. Finally, explain why the responses may be important to understanding and/or addressing the problem. Include intext citations an include references.

Look back attachments from Module 4 to complete this…..

4 Scholarly articles on issue in early childhood education

https://www.rasmussen.edu/degrees/education/blog/3-ongoing-trends-early-childhood-education-impact-you/

https://www.tandfonline.com/doi/full/10.1080/10409280802582795

https://www.tandfonline.com/toc/ujec20/current

https://www.sciencedirect.com/science/article/pii/088520068890018X

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Early Childhood Assignment

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Early Childhood Assignment

Early Childhood Behavior Management: Teaching and Reinforcing Rules

Video 1: The STAR Classroom Rules

The teacher in the video was taking advantage of large-group circle time as an opportune time to review the Star classroom rules. During this time, the children are more focused on what the teacher is talking about and are therefore rarely distracted.

I think that it is important to review the rules at this time because the children are more relaxed and can therefore recall the rules. It also incorporates the concept of fun within the classroom and enables children to explore new ideas among them recalling classroom rules.

The teacher might also review the results when the child is not following the rules. This strategy would work well because the child will become aware of their mistake and remember the next time they are not following the rule.

To accommodate a child who has a language delay, the teacher can teach the understanding of concepts and words through the use of objects. The teacher can then progress from concrete to abstract objects so that the child learns, practices, and follows the rules.

Video 2: Teaching Rules in Context

When two young children were not being safe, the teacher took a break from teaching the entire class and focused on the two students. During this time, the teacher asked the individual children how they were going to be safe in the classroom. Through this, the teacher successfully embedded instructions within a naturally occurring activity (play) to provide contextually relevant learning opportunities. I feel that this was an effective strategy because it not only provided a learning opportunity for the children but also provided a means by which a teacher can affect the learning of rules in their classroom.

Video 3: STAR Family Song

The act of singing has several purposes in learning rules and informing the visitor about the Star rules. These have several benefits for the teacher and the children. Singing generally affects critical areas of the brain that encourage development and nourishment. It also strengthens the listening ability of children and enhances their motor skills. This is evidenced in the video since the children are waving as they sing. Singing is also beneficial since it empowers children with opportunities to practice social and emotional skills.

Dual Language Learners: Working with Families of Young Children

It is important to involve families in decisions about how to support young children’s language development so that there is a proper understanding of the linguistic, cultural, and socioeconomic diversity so that there is better responsiveness. Involving the family is also important in understanding whether a child has any developmental delays or disorders. The families are therefore an important resource because they build partnerships with teachers on how to help the children learn and develop language.

When working with the families of young Dual Language Learners (DLLs), it is important to help them understand the value of supporting home language in the classroom and fully involving them in the decisions that involve the children especially those with disabilities. The practitioners should ensure that they incorporate the suggestions of the family so that children can fully adapt to the environments that support their language development.

Assistive Technology: An Overview

Question 1

The three items that can be considered include an audio book, braille book, and a text reader. An audiobook is useful for blind students because they will not need the help of adults with reading. A braille book is also important because once the blind students have learned braille language they can read easily. Lastly, a text reader is important because blind students can use it to listen to lessons after attending a class.

Question 2

AT can improve the functional performance of people with disabilities thus allowing them to effectively communicate and perform any task. It can also provide people with access to materials that can allow them to participate in extracurricular and social activities. For students, it is a valuable tool for meeting educational goals.

Question 3

It is important to consider both AT devices and services because they work together to provide students with the capabilities to meet their education goals.

Question 4

The implementation team needs to know what an AT is and how students can utilize it to overcome barriers due to their disability. The team needs to know the right personnel that can assist in successful implementation. The team should also ensure that student’s needs are being achieved and that they are using the resources sustainably.

Question 5

The implementation team can use student feedback to determine whether they like AT or not. They can also use performance data to establish whether AT helps students to perform better. The team can also use observations to establish whether students appear interested or engaged while using AT.

Question 6

I would gather information about AT, the difficulties that the student may have undergone during the class, and the specific times of difficulties. I would also gather information about any disability that the student may have and appropriately review the literature on how to deal with such a disability. I would also seek guidance from another teacher who has used AT.

Question 7

My role as a general educator is to understand the needs of the student by understanding their strengths and weaknesses. I also need to participate in AT training so that I learn more about AT and its perceived benefits to a student. I should also encourage the use of AT by communicating and collaborating with other teachers.